they hear. They will show this understanding through their questions and comments. They start off by relating the story being read to information and events in real life experiences. And then as they get older they will become comfortable with following who said or did what in a story. The following are misconceptions that children have when it comes to comprehending. Children may think that if you read each word in order, the meaning will automatically pop out at you. They also think that if you don't understand along the way, you can still expect to "get it" at the end.
According to Burns and Kidd (2010), readers construct meaning to interact with the written word. An exchange of ideas occurs between themselves and the message in the text. How does this happen? This occurs through decoding the text fluently, using extensive vocabulary, using comprehension skills and strategies, and using prior knowledge and experiences to connect with information presented in the text. Children identify print words (decoding) through phonemic awareness (understanding that words are made up of sounds), letter sound correspondence, multi-syllabic words, and sight word vocabulary. Rhyming is a great way to work on phonemic awareness. Burns and Kidd (2010) stated that many children use sequential decoding rather than synthetic phonics as they figure out words that are unfamiliar to them. Burns and Kidd (2010) stated that children go through alphabetic phases and eventually start to recognize most words by sight and are then able to apply a variety of strategies to decode unfamiliar words. Letter sound correspondence is important because the child must recognize the letters in the word and associate each letter with its sound in order to read it. Burns and Kidd (2010) stated that children who have some understanding of letter-sound correspondence will use patterns to decode unfamiliar words. Burns and Kidd (2010) also said that recognizing morphemes can help children decode words using familiar patterns, such as ‘jump’ and ‘ing’ to arrive at ‘jumping.’ Children start to read sight words such as cat and mom. But as they get older they need to learn to read words like habitat. This is why it is important for them to notice word parts (orthographic chunks) in order to help them decode multisyllabic words. According to Burns and Kidd, children use their knowledge of oral and written language to identify printed words to comprehend text while at the same time they rely on their comprehension of text to assist in their identification of the printed words.
The following is a way that Burns and Kidd (2010) discussed as the ways children learn reading comprehension:
- Teach fluent print word identification (ability to recognize in print a possible word that can be pronounced in the language). Here are some early ways to help with word recognition
- Help children to find the initial letter of their own names
- Write, display, and print out the child's name often
- Watch TV shows with your child like Sesame Street and learn the letter songs with them
- Teach vocabulary-According to Burns and Kidd this is done through exposure to a wide range of vocabulary (oral storytelling and written text).
- Teach strategies for use before, during and after reading-According to Burns and Kidd this is done by activating prior knowledge, make, confirm, and modify predictions, and asking yourself questions, visualizing the text and paraphrasing.
- Teach meta-cognitive monitoring while reading-According to Burns and Kidd, this is done through repair by re-reading and moderating your speed.
Resources:
Burns, M. S. & Kidd, J.K. (2010). Learning to read. In Peterson P., Bake, E. & McGraw, B. (Eds.), International Encyclopedia of Education, Volume 5 (pp.394-400). OxfordL Elsevier.
Burns, M.S., Griffin, P. & Snow, C. E. (Eds.) (1999). Starting out right: A guide to promoting children's reading success. Washington DC: National Academy Press.
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